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This paper discusses part of the results of a research that aimed to investigate the contributions of History teaching to an omnilateral or polytechnic formation in the context of Integrated High School through the application of an interactive didactic sequence supported by Web 2.0 resources. In this context, we developed and applied the educational product through qualitative research, of a descriptive-explanatory nature and with an interventionist character, and analyzed its contributions to the development of historical awareness in the students involved. We base our approach on the "classroom-workshop" model, which aims to give protagonism to young people, overcoming traditionalist teaching practices. In this work, we make a specific analysis of the possibilities of Facebook® as a tool to support learning, from the perspective of the students involved, and show the development of historical awareness in such subjects. The results point to a promising experience with the social network, appreciated by the students, who showed enthusiasm with the teaching approach, highlighting greater ease in understanding the content. The students consider that their culture and knowledge of the world were valued, creating a climate of familiarity with the tool used, which led to teaching and learning based on a dialogical education, resulting in a wide interaction and debate and having work as an educational principle. The promotion of the protagonism of the students generated greater interest in the studied contents and contributed to the overcoming of a historical awareness of the traditional type towards the formation of a historical awareness of the genetic type, fundamental for a comprehensive quality education. [ABSTRACT FROM AUTHOR]

This paper, of descriptive and qualitative nature, briefly studies the evaluative language used by students in #studygram-type Instagram accounts. The research is based on the basic concepts of the theory of argumentation in language endowed with the axiological point of view. Likewise, the analysis will be carried out in the context of the COVID-19 pandemic that has marked the current discourse in several areas. This article serves, on the one hand, to present what type of evaluative lexicon students use in one of the most successful social networks and, on the other hand, to show that the problem of COVID-19 can be investigated not only from a medical or online teaching perspective, but also by taking into consideration the individual attitude of students. [ABSTRACT FROM AUTHOR]

This paper discusses part of the results of a research that aimed to investigate the contributions of History teaching to an omnilateral or polytechnic formation in the context of Integrated High School through the application of an interactive didactic sequence supported by Web 2.0 resources. In this context, we developed and applied the educational product through qualitative research, of a descriptive-explanatory nature and with an interventionist character, and analyzed its contributions to the development of historical awareness in the students involved. We base our approach on the "classroom-workshop" model, which aims to give protagonism to young people, overcoming traditionalist teaching practices. In this work, we make a specific analysis of the possibilities of Facebook® as a tool to support learning, from the perspective of the students involved, and show the development of historical awareness in such subjects. The results point to a promising experience with the social network, appreciated by the students, who showed enthusiasm with the teaching approach, highlighting greater ease in understanding the content. The students consider that their culture and knowledge of the world were valued, creating a climate of familiarity with the tool used, which led to teaching and learning based on a dialogical education, resulting in a wide interaction and debate and having work as an educational principle. The promotion of the protagonism of the students generated greater interest in the studied contents and contributed to the overcoming of a historical awareness of the traditional type towards the formation of a historical awareness of the genetic type, fundamental for a comprehensive quality education. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the students' perception of a blended learning experience, designed, and applied in the basic disciplines of Physics 1 of 18 different courses at the University of Brasilia. An opinion survey, using a Likert-type scale, was designed, and used to assess the students' agreement degree with affirmative propositions related to the organization, learning potential, and quality of the evaluation system. The results showed good agreement with the presented propositions, and the importance of the positive role of the online forums in the learning process by promote student-student and student-monitor dialogic interaction. However, it also pointed out some needs, such as (a) interventions that can stimulate the inclusion of less proficient students; (b) activities that can influence this students on developing learning motivation; and (c) reflections on the rules of formative and summative assessments, transforming their punitive aspect into a mediation form in the composition of students' final grades. [ABSTRACT FROM AUTHOR]

This article discusses the youth perspectives on teaching practices and the use of digital technologies in the implementation of the new syllabus resulting from the reform of the high school (Law No. 13.415/2017). To this end, this paper is based on the data collected from the student perspective on the use of technologies as a didactic-pedagogical resource in high school classes provided by the research report "Shall we talk about high school? Young students and their perceptions of the syllabus in Marist Brazil", launched in 2020. The study covered young people from schools present in 18 Brazilian states, being developed in two stages: 1) Quantitative exploratory phase, with the participation of 3089 young respondents to a self-administered online questionnaire; 2) Qualitative phase, with the participation of 80 young people, organized into 10 focus groups in different regions of the country. It is possible to affirm that considering the perceptions and conceptions of young high school students, in the development of the curricular reform of that segment will contribute to pedagogical practices, which include technologies, as a possibility of promoting educational spaces and times that aim at (re)constructions, (re)elaborations, (new) meanings for the autonomy of learning and being in the world. [ABSTRACT FROM AUTHOR]

The objective of this paper is to analyze the socially constructed perceptions about the Bolsa Família Program (PBF), with an emphasis on its relationship with Education, having as target a group of students enrolled in the 1st year of High School in two public schools in the city from Corumbá-MS. The study had 23 participants, 14 of whom were beneficiaries of the program and nine, non-beneficiaries. The data regarding the students' perceptions about the PBF were collected through questionnaires and, subsequently, we analyzed qualitatively using the techniques of Content Analysis. The results indicate that the students consulted, especially the non-beneficiaries of the PBF, have superficial knowledge about the program and also point to the existence of divergences between the perceptions of beneficiary and non-beneficiary students in the way of conceiving the program and its educational conditionality, as well the expectations regarding the continuation of studies/professional performance. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research carried out with the objective of analyzing the difficulties of access and permanence of youngsters of the field in the high school of the city of Milton Brandão, State of Piauí, from the students perspective. It started from the following problem: what are the challenges pointed out by young people living in the municipality's countryside for their access and permanence in school during high school? The research, based on Countryside Education assumptions, is described as descriptive, qualitative, and had as data production procedures, structured interview, questionnaire and Culture Circle. The results of the study evidenced the fragility of the Laws, which, for the most part, are not complied with by public managers, which harms many young people in the countryside, as their conditions of access and permanence in high school are precarious, which culminates in several problems such as evasion, rural exodus and lack of prospects for the future. It is concluded that it is important to insist on the critical and political formation of this youth, in order to become aware of the reality that oppresses them, and can organize themselves in order to look for ways to face these situations. [ABSTRACT FROM AUTHOR]

CONTEXT. This paper presents a gamified online judge developed to motivate non-major freshmen in programming classes (CS1). The system was applied in 11 classes of different engineering and science programs of Federal University of Amazonas throughout the first academic term of 2017. OBJECTIVE. The main objective of this study is to assess the impact of this gamified online judge in a CS1 course on student performance, motivation, experience and learning perception. METHOD. A quasi-experiment was carried out with the aim of measuring the influence of the gamified system on student performance, by statistically comparing the data of 2017/1 (with gamification) to 2016/1 (without gamification). In addition, in 2017/1 classes, a qualitative questionnaire was applied to measure students' perceptions on three components: motivation, user experience and learning perception. RESULTS. There was a significant increase in the final grade of CS1 among non-dropout students, which did not depend on the reported previous experience in programming, but focused more on first-time students. In addition, there was an increase in the number of logins, number of code tests and IDE usage time. There was no significant difference in the number of correct exercises, but there was a reduction in variance, especially among students with lower performance. Also, in the experimental classes, there was a decrease in the association between the Enem Mathematics test score and the performance in programming. Regarding students' perceptions of the three components of qualitative analysis, most responses were positive. CONCLUSIONS. Although the dropout rate of CS1 has increased during the academic term in which the gamified online judge was used, the results reinforce the evidence about the potential of gamification in motivating programming learning. [ABSTRACT FROM AUTHOR]

Brazilian agricultural productive process has increasingly become more dependent of agrotoxic use. In 2009, Brazil reached the spot of world's largest consumer of such products. The present research intends to investigate the perception of students from senior year of a rural high school placed on the Lerrovile district, city of Londrina-PR, upon the use of agrotoxic on food production and social-environmental issues caused due to it, as well as alternatives on the production of healthier food. On the execution of this paper, two work fronts were taken: on office and on field. Preliminarily, bibliographic survey, documental and electronic research, reading and selection of literature that characterize technified agriculture on one side, and agrotoxic consumption, on the other; organizing a set of questions and applying previously planned and scheduled interviews for data gathering through the development of a focal group. Therefore, although this research has approached economic and politic aspects intrinsic to agriculture modernization, it also addressed the recognition and the appreciation of cultural processes present on rural agricultural production experiences. [ABSTRACT FROM AUTHOR]

Nursing is facing a new reality with the inclusion of new strategies in the teaching/learning process. With high-fidelity simulation, the student acquires skills in a controlled and risk-free environment. A systematic literature review was conducted from December 2010 to February 2011 to identify the best scientific evidence on the gains perceived by the Nursing students in relation to high-fidelity simulation practice using specific inclusion criteria, descriptors and databases. Nine papers of high methodological quality were selected, which had been published between 2005 and 2011. The following themes emerged: satisfaction, learning and motivation, realism, self-confidence, technical skills, reflection on action, and transfer of skills. High-fidelity simulation is valued by students for increasing their cognitive and psychomotor perception of the clinical reality that awaits them and raises a lot of apprehension. [ABSTRACT FROM AUTHOR]

The aim of this paper is to evaluate the use of the instructional material Welcome to Brazil - Level 1 (Fenton and McLarty, 2011) in a technological course in Tourism Management in the city of São Paulo. The textbook content was evaluated according to Ramos (2009) and a questionnaire was used to collect the students’ impressions. It was concluded that the textbook needs to be complemented for an effective result with the students. The theoretical foundation is based on Cunningsworth (1984), Hutchinson and Waters (1987), Dudley-Evans and St. John (1998), Tomlinson (1998, 2001), Ramos (2009). [ABSTRACT FROM AUTHOR]